Major social science concepts that have an impact on a study of teacher education in developing nations are discussed. The relationship between national progress and teacher education is considered, and economic, political, and social realities facing these nations are pointed out. Among those discussed are: (1) economic problems of high population gains; (2) increasing demands for child labor; (3) the problem of school-age populations outstripping teacher education resources; (4) school involvement in training for rural development and improvement of production and the environment; (5) development of universal literacy and numeracy; (6) education as a social good; (7) social class values and attitudes; (8) social differences between the educated and the illiterate; and (9) national attitudes toward educating teachers. It is argued that American colleges and universities have a responsibility to produce teachers who are aware of the people and problems of the developing world, as well as a responsibility toward foreign students who come to the United States to study. (JD)